Exploring Post-program trajectories and support needs of Alternative Learning System (ALS) Junior High School (JHS) completers in the Cordillera Administrative Region (CAR)

Abstract

The Alternative Learning System (ALS) provides flexible educational opportunities for out-of-school youth and adults in the Cordillera Administrative Region (CAR).  The main purpose of this study is to examine the educational pathways and support needs of ALS junior high school completers. This study utilized a concurrent embedded design to analyze the post-program outcomes of ALS junior high school completers in Baguio City and Sablan, concentrating on both academic performance and student experiences. The participants, aged 16-30 from diverse ethnic backgrounds, showed balanced gender representation. Findings reveal that while students excel in basic mathematical problem-solving, they struggle with calculations and understanding concepts, indicating the need for targeted interventions. In science, students grasp fundamental concepts but face challenges in principles and processes, especially in Sablan. Social sciences findings show that Sablan students understand economic systems but struggle with historical and cultural aspects, while Baguio students excel in history but need to improve cultural awareness. Communication skills in both areas are good in grammar but weak in writing and reading. Life and career skills highlight strong self-awareness, empathy, and creativity, yet critical thinking, decision-making, and problem-solving need improvement, particularly in Sablan. Technical skills show the lowest proficiency in computer servicing and food skills in Sablan, and baking and electronics in Baguio. Positive self-perceptions are noted, but Baguio students show disparities in moral self-evaluation and family relationships, suggesting a need for enhanced support. Key challenges include difficulties with modules, social interaction, balancing work, family, and studies, and personal issues such as health and mental health problems. Recommended interventions include simplifying content, targeted academic support, social-emotional well-being, and improved work-life-study balance..